Technology, Instruction, Cognition & Learning
(TICL Online)

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TICL Volume 11, Number 1 (2018)

• A Deterministic AI Foundation for Modeling Human Tutors: Fundamental Assumptions in Structural Learning Theory Joseph M. Scandura. pp. 73-112
• Adapting Learning with Digital Tutoring J. D. Fletcher. pp. 51-72
• Quick Summary – AuthorIT and TutorIT Joseph M.. Scandura. pp. 39-49
• A Comprehensive Review of Design Goals and Emerging Solutions for Adaptive Instructional Systems Robert A. Sottilare. pp. 5-38
• Preface Elena Novak and Joseph M. Scandura. pp. 1-3

TICL Volume 10, Number 4 (2017)

• Bo Chang, TV as a Habitat for Learning in the Ecological Learning System, pp. 335-346
• Juan Miguel l. andres, Ryan S. Baker, Dragan Gašević, George Siemens and Catherine A. Spann, Replicating 21 Findings on Student Success in Online Learning. pp. 313-333
• Judy Lambert, An Examination of the Relationship Between Higher Education Learning Environments and Motivation, Self-Regulation, and Goal Orientation pp. 289-312
• Joseph M. Scandura and Elena Novak, AuthorIT & TutorIT: Attacking Bloom’s 2-Sigma Problem from a Different Perspective, pp. 267-288
• Joseph M. Scandura, Contrasting Fundamental Assumptions in Adaptive Learning and Modeling Human Tutors with TutorIT, pp. 259-265

TICL Volume 10, Number 3 (2016)

• Alzhrani, H. & Laxman, K. A Critical Review of Meta-analysis Studies on Mobile Learning. pp. 245-258.
• Phares, A.J. & Durnin, J.H. Dimensional Analysis in Stem Teaching. pp. 227-244.
• El Mawas,N., Oubahssi, L. & Laforcade, P. Method for Making Explicit LMS Instructional Design Design Languages, pp. 203-226.
• Scandura, J.M. AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use. pp. 173-202.

TICL Volume 10, Number 2 (2015)

• p151-171 Classroom Discourse Analyzer (CDA): A Discourse Analytic Tool for Teachers Gaowei Chen, Sherice N. Clarke and Lauren B. Resnick
• p127-149 Designing a Visualization Tool Utilizing Physiological Feedback to Support Instruction Shaundra B. Daily, Melva T. James, Tania Roy and Shelby S. Darnell
• p107-126 Understanding Analytics in Classroom Practice R. Benjamin Shapiro1 and Peter Samuelson Wardrip2
• p85-105 Detection of Overly Intensive Student Interactions Using Weblog of Course Website Hadas Levi- Gamlieli, Anat Cohen and Rafi Nachmias
• p81-84 Data-driven Instruction in the Classroom Arnon Hershkovitz

TICL Volume 10, Number 1 (2015)

• p. 59-79 Automated Detection of Essay Revising Patterns: Applications for Intelligent Feedback in a Writing Tutor Rod D. Roscoe, Erica L. Snow, Laura K. Allen and Danielle S. McNamara
• p. 45-58 Building an Open Learner Model from Constraints Dominique Py, Christophe Després and Pierre Jacoboni
• p. 27-44 Visualizing and Assessing Knowledge from Unstructured Student Writing Norma C. Ming and Vivienne L. Ming
• p. 5-26 Data Driven Automatic Feedback Generation in the iList Intelligent Tutoring System Davide Fossati, Barbara Di Eugenio, Stellan Ohlsson, Christopher Brown and Lin Chen
• p. 1-4 Towards Data-driven Instruction Arnon Hershkovitz

TICL Volume 9, Number 4 (2014)

• p. 295-312 An Expertise Approach to Training Anticipation Using Temporal Occlusion in a Natural Skill Setting Sean Müller and Bruce Abernethy
• p. 275-293 Predilections on Requisite Pedagogical Content for Mathematics and Science Video Cases Terri L. Kurz and Ivana Batarelo Kokic
• p. 253-274 Understanding Emotional Change in Computer-Supported Collaborative Games: A Microgenetic Analysis of Challenge Ulises Xolocotzin Eligio, Shaaron E. Ainsworth and Charles K. Crook
• p. 241-251 A Dynamically Adaptive TutorIT Tutorial in Basic Statistics Elena Nowak
• p. 237-239 Adaptive Learning: How It is Learned or What is Learned? Joseph M. Scandura

TICL Volume 9, Number 3 (2013)

• p. 217-236 A Case Study Investigating the Effects of Technology on Visual and Nonvisual Thinking Preferences in Mathematics Sirin (Coskun) Budak and George Roy
• p. 193-215 Self-Directed Learning in Adaptive Training Systems: A Plea for Shared Control Ludo W. van Meeuwen, Saskia Brand-Gruwel, Paul A. Kirschner, Jeano J. P. R. de Bock, Esther Oprins and Jeroen J. G. van Merriënboer
• p. 147-192 Dynamically Adaptive Tutoring Systems: Bottom-up or Top-down with Historic Parallels Joseph M. Scandura
• p. 137-145 Introduction to Dynamically Adaptive Tutoring: AuthorIT Authoring and TutorIT Delivery Systems Joseph M. Scandura

TICL Volume 9, Number 1-2 (2011)

• p. 133-135 Editorial Comment on the Expertise Reversal Effect Joseph M. Scandura
• p. 111-132 Effect of Cognitive Regulation in Understanding Complex Science Systems During Simulation-based Inquiry Learning Deniz Eseryel and Victor Law
• p. 97-110 Preactional Self-Regulation as a Tool for Successful Problem Solving and Learning Dirk Ifenthaler and Thomas Lehmann
• p. 81-95 Improving Students’ Inquiry Skills through Reflection and Self-Regulation Scaffolds Margus Pedaste, Mario Maeots, Ali Leijen and Tago Sarapuu
• p. 63-80 For Whom Exploratory Learning May Not Work: Implications of the Expertise Reversal Effect in Cognitive Load Theory Salva Kalyuga
• p. 59-61 Guest Editorial Technology-enhanced Learning Environments for the Digital Age Dirk Ifenthaler, Demetrios G. Sampson, J. Michael Spector and Pedro Isaias
• p. 51-56 Comments on Ansari & Sykes and Gogus, and Suggestions for Future Research Joseph M. Scandura
• p. 31-50 Evaluation of Mental Models: Using Highly Interactive Model-Based Assessment Tools and Technologies (Himatt) in Mathematics Domain Aytac Gogus
• p. 9-29 Towards Smarter Intelligent Tutoring Systems: A Proposal for the Inclusion of Enthymemes in their Design Sid Ansari and Edward R. Sykes
• Advances in Intelligent Tutoring: The Role of Automation in Instruction p. 3-8 The Role of Automation in Instruction: Recent Advances in AuthorIT and TutorIT Solve Fundamental Problems in Developing Intelligent Tutoring Systems Joseph M. Scandura

TICL Volume 8, Number 3-4 (2011)

• p. 297-312 Text Summaries or Concept Maps: Which Better Represent Reading Text Conceptualization? Tristan E. Johnson, Pablo N. Pirnay-Dummer, Dirk Ifenthaler, Anne Mendenhall, Selçuk Karaman and Gershon Tenenbaum
• p. 273-296 How the Teaching of Heuristic Methods Affects Inventive Problem-solving by Middle School Students Moshe Barak
• p. 255-271 Improving Students’ Problem Solving in a Web-based Chemistry Simulation Through Embedded Metacognitive Messages Carole R. Beal and Ronald H. Stevens
• p. 229-254 Motivationally Intelligent Educational Systems: The Contribution of the Human Centred Technology Research Group Benedict Du Boulay
• p. 175-227 Prologue: What TutorIT Can Do Better Than a Human and Why: Now and in the Future Joseph M. Scandura

TICL Volume 8, Number 2 (2010)

• p. 163-174 Adaptivity and Personalization in Mobile Learning Kinshuk, Maiga Chang, Sabine Graf and Guangbing Yang
• p. 137-161 Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments Valerie J. Shute, Iskandaria Masduki and Oktay Donmez
• p. 119-136 Shared Control Over Task Selection: A Way Out of the Self-Directed Learning Paradox? Gemma Corbalan, Jeroen J. G. van Merriënboer and Wendy Kicken
• p. 103-118 Cognitive Tools for Facilitating Meaningful Interactions in Complex Domains Susanne P. Lajoie
• p. 97-101 Prologue The Future of Adaptive Tutoring and Personalized Instruction: Introduction to the Special Issue Wilhelmina C. Savenye and J. Michael Spector

TICL Volume 8, Number 1 (2010)

• p. 67-96 The Online Resource Selection Instructional Design Script (ORSIDS) and Implications for the Widespread Diffusion of Learning Objects Deborah Elizabeth Cohen
• p. 25-65 Design, Development and Evaluation of the Java Intelligent Tutoring System Edward R. Sykes
• p. 19-24 Further Commentary on Weitz, Durnin and More Generally Deep Infrastructures in TICL Joseph M. Scandura
• p. 15-18 Some Interpretations from Three KR’s John H. Durnin
• p. 1-14 Intelligent Tutoring Systems – If You Build (and Open) Them, The Answers Will Come Rob Weitz, Viswanathan Kodaganallur and David Rosenthal

TICL Volume 7, Number 3-4 (2010)

• p. 295-314 Implementing Quality Standards for Knowledge-Intensive Organizations Jan M. Pawlowski and Kati I. Clements
• p. 263-293 Ontology-Based Educational Modelling — Making IMS-LD Visual Gilbert Paquette
• p. 245-262 IMS Learning Tools Interoperability: Enabling a Mash-up Approach to Teaching and Learning Tools Charles Severance, Ted Hanss and Joseph Hardin
• p. 225-243 Metadata for Learning Materials: An Overview of Existing Standards and Current Developments phil barker and lorna m. campbell
• p. 205-224 A New Generation of Learning Technology Standards Rob Abel
• p. 203 Editorial Comment Joseph M. Scandura
• p. 199-201 Introduction: eLearning-Standards – Why and How? Ingo Dahn

TICL Volume 7, Number 2 (2009)

• p. 171-197 Expertise-Based Training: Getting More Learners Over the Bar in Less Time Peter J. Fadde
• p. 147-170 “Teaching” Instructional Design Expertise: Strategies to Support Students’ Problem-Finding Skills Donald A. Stepich and Peggy A. Ertmer
• p. 121-146 Expertise and Expert Performance-based Training (ExPerT) in Complex Domains Paul Ward, Joel Suss and Itay Basevitch
• p. 103-120 A Case Study of Instruction from Experts: Why Does Cognitive Task Analysis Make a Difference? David Feldon and Kirk Stowe
• p. 83-101 Model-Based Feedback for Improving Expertise and Expert Performance Dirk Ifenthaler
• p. 77-81 Training of Expertise and Expert Performance Peter J. Fadde

TICL Volume 7, Number 1 (2009)

• p. 47-76 Representing and Theorizing the Ideational Memory from Individuals’ Ideational Knowledge Maps Ron Hoz
• p. 21-45 Bridging the World’s Knowledge to Individual Knowledge Using Latent Semantic Analysis and Web Ontologies to Complement Classical and New Knowledge Assessment Technologies Pablo Pirnay-Dummer and Satjawan Walter
• p. 1-20 Assessing Conceptual Representations of Ill-defined Problems Aytac Gogus, Tiffany A. Koszalka and J. Michael Spector

TICL Volume 6, Number 4 (2009)

• p. 315-332 Analysis of Online Facilitators’ Social Relations and Facilitating Styles in Cross-Cultural Computer-Supported Collaborative Learning Effie Lai-Chong Law and Anh Vu Nguyen-Ngoc
• p. 291-314 Computer based Interaction Analysis Supporting Self-regulation: Achievements and Prospects of an Emerging Research Direction Angelique Dimitracopoulou
• p. 273-289 Students’ Perception In Problem-Based Digital Visual Effects Programs Lynn-Sze Ng, Yan Peng Lim, Ah Choo Koo and Muhamad Ayman
• p. 253-271 Developing a Desirable Learning Environment for Digital Students Diana Andone, Jon Dron and Lyn Pemberton
• p. 235-251 Iterative Design of Mobile Learning Systems for School Projects Michael Herczeg
• p. 231-233 Guest Editorial J. Michael Spector, Demetrios G. Sampson, Kinshuk and Pedro Isaias

TICL Volume 6, Number 3 (2009)

• p. 213-229 At-Home Online Behavior and Cognitive Development during Middle Childhood Genevieve Marie Johnson
• p. 193-212 Using a Causal Model for the Design and Development of a Simulation Game for Teacher Education Dirk Ifenthaler
• p. 177-192 Using Adaptive Simulations to Develop Cognitive Situational Models of Human Decision-Making Matt Watkins and Amlan Mukherjee
• p. 151-176 Bonjour Tristesse: Why Don’t We Research as We Have Been Taught? Methodological Considerations on Instructional Technology Research Norbert M. Seel
• p. 125-149 TICL 2: Knowledge Representation, Associated Theories and Implications for Instructional Systems Dialog on Deep Structures Joseph M. Scandura, Ken Koedinger, Stellan Ohlsson, Antonija Mitrtovic and Gilbert Parquette

TICL Volume 6, Number 2 (2008)

• p. p. 105-124 Does Task Type Impact Participation? Interaction Levels and Learner Orientation in Online Discussion Activities Vanessa Paz Dennen and Kristina Wieland
• p. 79-104 An Integrative Theory of Motivation, Volition, and Performance John Keller
• p. 63-78 Model-based Teaching as a Source of Insight for the Design of a Viable Science Simulation Samia Khan

TICL Volume 6, Number 1 (2008)

• p. 53-61 AMBRE-add: An ITS to Teach Solving Arithmetic Word Problems Sandra Nogry, Nathalie Guin and Stephanie Jean-Daubias
• p. 29-51 An Open Learner Model to Help Parents Help their Children Stella J.H. Lee and Susan Bull
• p. 1-28 Solutions for Developing Instructional Software by Creating and Reusing Learning Objects Eddy W. Boot and Jeroen J.G. Van Merriënboer

TICL Volume 5, Number 2-4 (2007)

• p. 353-366 The Role of Cognitive Learning Strategies and Intellectual Abilities in Mental Model Building Processes Dirk Ifenthaler, Pablo Pirnay-Dummer and Norbert M. See
• p. 339-352 Cognitive Models and Cognitive Tools in Educational Applications Susanne P. Lajoie, Genevieve Gauthier and Carlos Nakamura
• p. 325-337 Quantifying Student’s Scientific Problem Solving Efficiency and Effectiveness Ronald H. Stevens and Vandana Thadani
• p. 313-324 Cognitive Modeling to Represent Growth (Learning) Using Markov Decision Processes Russell G. Almond
• p. 309-312 Introduction: Applying Cognitive Models to Support Teaching and Learning Valerie J. Shute
• p. 305-306 Concept Mapping John F. Sowa
• p. 289-304 Developing Fine-Grained Transfer Models in the ASSISTment System Leena Razzaq, Neil T. Heffernan, Mingyu Feng and Zachary A. Pardos
• p. 275-288 Case-based Reasoning: Toward Phenomenological Ontologies David Jonassen
• p. 169-271 Knowledge Representation in Structural Learning Theory and Relationships to Adaptive Learning and Tutoring Systems Joseph M. Scandura
• p. 133-168 Graphical Ontology Modeling Language for Learning Environments Gilbert Paquette
• p. 101-132 Fidelity and Efficiency of Knowledge Representations for Intelligent Tutoring Systems Stellan Ohlsson and Antonija Mitrovic
• p. 91-97 Introduction Joseph M. Scandura

TICL Volume 5, Number 1 (2007)

• p. 69-89 The Role of User Models in CAT: Exploring Adaptivity Variables Evangelos Triantafillou, Elisabeth Georgiadou and Anastasios Economides
• p. 41-68 Pre-service Teachers’ Victim Empathy: Cognitions, Problem Solving and Technology Sharon Tettegah
• p. 13-39 Bridging the Gap Between Observing and Doing: Facilitating the Learning of Object-Oriented Programming Ray H. Kemp, Elisabeth A. Todd, Rosemary F. Krsinich and Chris M. Elgar
• p. 1-12 Design Strategies for Constructing Technology-Rich Learning Environments in Studying History Muthu Kumar

TICL Volume 4, Number 3-4 (2006)

• p. 331-350 The Impact of Instructional Conceptions on the Use of Adjunct Aids Jan Elen and L. Philip Louw
• p. 303-329 A Dynamic Mental Model Approach to Examine Schema Development in Performing a Complex Troubleshooting Task: Retention of Mental Models Norbert M. Seel, A. Aubteen Darabi and David W. Nelson
• p. 287-301 Computer Technology and Human Learning: Review of Recent Quantitative Syntheses Genevieve Marie Johnson and Julia Ann Johnson
• p. 265-285 Interactive Video Training of Perceptual Decision-Making in the Sport of Baseball Peter J. Fadde
• p. 243-263 Integration of the Information Problem-Solving Skill in an Educational Programme: The Effects of Learning with Authentic Tasks Saskia Brand-Gruwel and Iwan Wopereis

TICL Volume 4, Number 2 (2006)

• p. 191-241 An Intelligent Learning Environment for Case-Based Argumentation Vincent Aleven
• p. 139-190 From Example Studying to Problem Solving via Tailored Computer-Based Meta-Cognitive Scaffolding: Hypotheses and Design Cristina Conati, Kasia Muldner and Giuseppe Carenini
• p. 113-137 Problem-Solving Support in a Constraint-BasedTutor for UML Class Diagrams Nilufar Baghaei, Antonija Mitrovic and Warwick Irwin
• p. 109-111 INTRODUCTION:Special Issue on Problem Solving Support in Intelligent Tutoring Systems

TICL Volume 4, Number 1 (2006)

• p. 65-107 Explanation of Step-by-Step Execution as Feedback for Problems on Program Analysis, and Its Generation in Model-Based Problem-Solving Tutors Amruth N. Kumar
• p. 31-63 Addressing Cognitive Differences and Gender During Problem Solving Ivon Arroyo, Beverly P. Woolf and Carole R. Beal
• p. 1-29 Intelligent Dialogue Support for Physics Problem Solving: Some Preliminary Mixed Results John Connelly and Sandra Katz

TICL Volume 3, Number 3-4 (2006)

• p. 345-354 Converting Conceptualizations into Executables: Commentary on Web-based Adaptive Education and Collaborative Problem Solving Joseph M. Scandura
• p. 323-343 Problem Solving Systems Theory: Implications for the Design of Socio-technological Systems David W. Eccles and Paul T. Groth
• p. 307-321 Team-based Learning in Microsystems: An Organizational Model for Success Paul Barach and Julie K. Johnson
• p. 289-306 A Simple Web-based Adaptive Educational System (SWAES) Ian G. Kennedy, Sanaz Fallahkhair, Ricardo Fraser, Amirah Ismail, Veronica Rossano and Anna Trifonova
• p. 265-287 Compliance – A Tension Between Conditioning and Cognition Jose J. Gonzalez and Agata Sawicka
• p. 249-264 Shaping Learners Online Dialogues: The Role of Discourse Models Vanessa P. Dennen
• p. 233-247 Efficient, Motivational, and Effective Strategies for Complex Learning: Computer-Based Simulation Experiments in Troubleshooting A. Aubteen Darabi, Eric G. Sikorski, David W. Nelson and Srinivas Palanki
• p. 205-232 Analyzing Individual Differences in Program Comprehension Roman Badnarik, Niko Myller, Erkki Sutinen and Markku Tukiainen
• p. 199-203 Introduction to the Special Issue on Models, Simulations and Learning in Complex Domains J. Michael Spector

TICL Volume 3, Number 1 -2 (2006)

• p. 195-197 Reaction to Foshay and Preese Reaction Joseph M. Scandura
• p. 191-193 Can We Really Halve Development Time? Reaction to Scandura’s Commentary Wellesley R. Foshay and Frank Preese
• p. 185-189 How to Cut CBI Development Costs in Half: Commentary on Foshay and Preese Joseph M. Scandura
• p. 167-183 Causal Maps, Mental Models and Assessing Acquisition of Expertise J. Micheal Spector, Vanessa P. Dennen and Titiffany A. Koszalka
• p. 151-166 Diagnostic Assessment in Mathematics Problem Solving Valerie Shute and Jody Underwood
• p. 145-149 Implicit and Explicit Learning of Task Regularities in Problem Solving Hilde Haider and Peter A. Frensch
• p. 135-143 Use of Multimedia for Problem-Solving Tasks Robert Zheng, Susan M. Miller, Glenn E. Snelbecker and Ian Cohen
• p. 129-133 Role of Dyslexia in Developing Spatial Mental Models for Problem Solving by Simulating a Marine Environment William Winn
• p. 115-128 Informing Teachers Live about Student Learning: Reporting in the Assistment System Mingyu Feng and Neil T. Heffernan
• p. 105-113 Supporting Self-Regulated Learning with gStudy Software: The Learning Kit Project Philip H. Winne, John C. Nesbit, Vive Kumar, Allyson F. Hadwin, Susanne P. Lajoie, Roger Azevedo and Nancy E. Perry
• p. 97-104 Using Computers as MetaCognitive Tools to Foster Students’ Self-Regulated Learning Roger Azevedo, Jennifer G. Cromley, Fielding I. Winters, Daniel C. Moos and Jeffrey A. Greene
• p. 89-95 Gender and Cognitive Differences in Help Effectiveness During Problem Solving Beverly P. Woolf, Ivon Arroyo, Carole R. Beale and Tom Murray
• p. 81-87 Promoting Self-Regulation in Medical Students Through the Use of Technology Susanne P. Lajoie, Sonia Faremo, Jeffrey Wiseman and Genevieve Gauthier
• p. 73-80 Intelligent Learning Environments to Support Problem Solving through Example Studying Cristina Conati and Kasia Muldner
• p. 63-72 Building the Wrong Simulation: Matching Instructional Intent in Teaching Problem Solving to Simulation Architecture Wellesley R. Foshay
• p. 51-62 Facilitating Case Reuse During Problem Solving David Jonassen
• p. 43-50 Problem Solving Support in Constraint-Based Tutors Antonija Mitrovic, Stellan Ohlsson and Brent Martin
• p. 33-41 Learning Objects, Collaborative Learning Designs and Knowledge Representation Gilbert Paquette and Olga Marino
• p. 25-31 Learning Objects: Promise versus Reality Joseph M. Scandura
• p. 19-24 Pedagogical Neutrality and Engagement Norm Frinsen
• p. 15-18 LOÆLA From a Learning Object Centric View to a Learning Activity Perspective Hans G. K. Hummel, Rob Koper and Colin Tattersall
• p. 1-13 Abstract Syntax Tree (AST) Infrastructure in Problem Solving Research Joseph M. Scandura

TICL Volume 2, Number 4 (2005)

• p. 337-357 Database Functionality for Learning Objects Olivier D. T. Sessink, Hendrikus H. Beeftink and Rob J. M. Hartog
• p. 317-336 The Measurement of Change: Learning-Dependent Progression of Mental Models Dirk Ifenthaler and Norbert M. Seel
• p. 291-319 The Psychometric Structure of Pedagogical Agent Persona Jeeheon Ryu and Amy L. Baylor
• p. 261-289 Technology Integration Expertise in Middle School Social Studies Teachers Judy Lambert

TICL Volume 2, Number 3 (2005)

• p. 249-260 Do We Need Authoring Systems? A Commercial Perspective Wellesley R. Foshay and Frank Preese
• p. 231-247 Authoring Model-Tracing Tutors Steven Ritter
• p. 185-230 AuthorIT: Breakthrough in Authoring Adaptive and Configurable Tutoring Systems? Joseph M. Scandura
• p. 171-183 Authoring for Advanced E-Learning Systems Moves Forward: Issues and Progress from the 2004 TICL Masters Conference on Authoring Tools Tom Murray

TICL Volume 2, Number 1-2 (2004)

• p. 135-170 A Computer-Based Tutorial for Algebraic Representation: The Effects of Scaffolding on Performance During the Tutorial and on a Transfer Task Edith Aurora Graf, Miriam Bassok, Earl Hunt and Jim Minstrell
• p. 97-134 Using Automated Questions to Assess Reading Comprehension, Vocabulary, and Effects of Tutorial Interventions Jack Mostow, Joseph Beck, Juliet Bey, Andrew Cuneo, June Sison, Brian Tobin and Joseph Valeri
• p. 83-96 Bringing Evidenced-Based Assessment to Pre-Service Mathematics Teachers Jody S. Underwood
• p. 61-81 Automatically Assessing Oral Reading Fluency in a Computer Tutor that Listens Joseph E. Beck, Peng Jia and Jack Mostow
• p. 45-59 Using Evidence-Centered Design to Align Formative and Summative Assessment Malcome Bauer and David Williamson
• p. 21-43 A Library of Templates for Exercise Construction in an Adaptive Assessment System Eduardo Guzman and Ricardo Conejo
• p. 1-18 Towards Automating ECD-Based Diagnostic Assessments Valerie J. Shute
• p. i-ii Valid Assessments Valerie J. Shute

TICL Volume 1, Number 4 (2003)

• p. 375-387 Emerging Theory in Educational Technology: What has Changed since the Mid-1980s William Winn

TICL Volume 1, Number 3 (2003)

• p. 291-299 Model-Centered Learning and Instruction: Comments on Seel (2003) Andrew S. Gibbons
• p. 275-289 Embodied Cognition and Learning in Artificial Environments: Comments on Dismissals, Missions, and Omissions in Winn (2003) Jurgen A. Buder and Friedrich W. Hesse
• p. 253-273 Problems of Authentic Instruction and Learning Frank Achtenhagen
• p. 219-251 Compendium Editorial Board Compendium II: Goals, Achievements, and Research Issues Contributions by: Sanne Dijkstra, John H. Durnin, Andrew S. Gibbons, Joseph M. Scandura, Norbert M. Seel

TICL Volume 1, Number 2 (2003)

• p. 183-209 Modeling the Delivery Physiology of Distributed Learning Systems Gilbert Paquette and Ioan Rosca
• p. 153-182 Conditions of ICT-Based Design for Learning Communities Joost Lowyck, Johanna Pöysä and Jeroen Van Merriënboer
• p. 115-151 Editorial Board Compendium I: Goals, Achievements, and Research Issues Contributions by: Bernard Cornu, Ingo Dah, Greg Kearsley, Gilbert Paquette, Valerie Shute, J. Micheal Spector and William Winn Introduction by: Joseph M. Scandura and Norbert Seel

TICL Volume 1, Number 1 (2003)

• p. 87 –114 Learning in Artificial Environments: Embodiment, Embeddedness and Dynamic Adaptation William Winn
• p. 59 –85 Model-Centered Learning and Instruction Norbert M. Seel
• p. 1 –57 Domain Specific Structural Analysis for Intelligent Tutoring Systems: Automatable Representation of Declarative, Procedural and Model-Based Knowledge with Relationships to Software Engineering Joseph M. Scandura